Discusses young children's dialogue and ways in which children learn when they talk with other children and with adults. Children's language is characterized by wondering; teachers can learn to be sensitive to this wondering and can learn the art of dialogue with young children. (RJC)

Describes a framework for child-centered programs. Topics discussed include teacher attitudes, the classroom environment, lesson plans, conversation, observation, perspective-taking, and teacher self-reflection. (RJC)

Describes three strategies teachers may use in developing a prosocial classroom environment for preschool children. Strategies include: (1) examination of teacher attitudes about prosocial behavior among preschool children; (2) examination of teaching techniques; and (3) evaluation of the classroom environment and curriculum. (RJC)

Discusses the writing of a kindergartner involved in a classroom writing workshop. The workshop, which begins the opening week of school, is based on the idea that children have a story to write and can write. (RJC)

Discusses the way in which poetry offers experiences with the unexpected through the element of surprise. Discusses ways in which poetry addresses concepts in social studies and sciences. (RJC)

Describes a model of professional development designed for early childhood educators. Details central features of the model and its implementation. Written feedback from project participants and their administrators illustrates the project components. (RJC)

Provides a brief biography of Agnes Louise Adams, who was awarded the first Distinguished Service Medallion by the National College of Education in 1980. (RJC)

Discusses ways in which call-in hotlines provide assistance to latchkey children. Describes ways in which parents can provide a feeling of safety for latchkey children and cure feelings of loneliness and boredom through structured activities.(RJC)

Discusses the importance of error as a mode of learning in the classroom. Argues that when children are not afraid of making errors, they are more likely than otherwise to take cognitive risks and raise provocative questions. (RJC)

Summarizes prominent research-based perspectives on children's thinking about their own achievement. Identifies effective tactics for classroom intervention and teacher influence. (RJC)

Describes the characteristics of play and its contributions to development, and proposes fundamental principles and practices for its encouragement. Delineates the necessity of play and affirms its centrality in the lives of all children. Stresses both teacher and parental roles in providing a safe and calalytic play environment. (Author/RWB)

Provides answers to commonly asked question about AIDS as it relates to educational settings: What is AIDS? How can children acquire AIDS? What are most common medical problems of children with AIDS? Should children with AIDS be allowed to attend day care or school? What provisions should be made for the teacher, the child with AIDS, and…

Reprint of Corey's classic satire written in the first person of a student who is discussing his overview of his educational experiences in elementary school. From a seventh grader's perspective, the article speaks sensitively and clearly to the dynamics underpinning the dichotomy between a student operating within a rigid academic structure and…

Summarizes and reviews newer works of nine writers and illustrators for children. Describes the writing as fresh, innovative, and addressing interests and concerns of today's children. Praises the illustrations, which represent a wide variety of styles, techniques, and subject matter, as among the best to ever appear in children's books.…

Examines the construct, appropriateness and appeal of natural science action books. Defines them as books with movable three-dimensional parts which illuminate scientific concepts as well as add immeasurably to children's pleasure of learning about the natural world. Stresses integral nature of motivational/instructional materials in children's…